In online learning, many teachers have adopted traditional assessment methods in offline assessments without adequately testing and assessing the consequences. Therefore, this descriptive study aims to identify teachers' and students' perceptions of online assessments in evaluating English as a Foreign Language (EFL) students' learning. A…

The global pandemic has forced all language teachers, regardless of their affinity to and preparation for online teaching, to convert their face-to-face courses into online versions of crisis teaching. Despite being a crisis, it has also opened opportunities for language educators and researchers to identify innovative ways of evaluating,…

The introduction of Vygotsky's sociocultural theory (SCT) into the second language (L2) domain provides a potential site to explore the mechanisms underlying L2 learners' cognitive modification and the transformation of social understanding into the personal one. This study provided a picture of L2 personalization in two groups of advanced and…

Although existing research has explored various aspects of online exam cheating, there is a scarcity of studies with in-depth qualitative phases focusing specifically on psychological reasons for online exam cheating in higher education context. Therefore, the aim of this mixed-methods research is to investigate the psychological reasons behind…

Since March 2020, the world has been impacted by the COVID-19 pandemic, which resulted in sudden school closures and a rapid transition from traditional face-to-face education to a new model of online learning and assessment. The present study analyzes two cohorts--primary-school EFL teachers and students' parents--regarding the perceptions they…

This research endeavors to assess the efficacy of Mobile Assisted Language Learning (MALL) in elevating students' English proficiency to the Common European Framework of Reference (CEFR) B1 level. The study involves identifying the most suitable mobile application for formative assessment, implementing it to enhance students' English competency,…

The global pandemic caused by COVID-19 has acted as a significant driver for the adoption of online educational practices, including instruction and assessment. Given the urgent need for an alternative to traditional assessment methods during the pandemic, various studies have explored this topic across different contexts to evaluate the impact,…

Much has been done on assessment literacy (AL) components and job demand-resources (JD-R). However, an interdisciplinary look at AL components as the predictors of JD-R and its possible consequences for the engagement and burnout of teachers' assessment performance has been neglected. To fill this gap, the present study explored this issue in the…

As a result of the advent of the COVID-19 outbreak, online assessments are being implemented in universities and schools worldwide. Nevertheless, regardless of the extensive use of online assessments, many researchers have proposed several barriers to the effective application of this form of examination in different language learning contexts. A…

The significance of assessment as a learning component has led to the development of a sound assessment system that supports the teaching and learning objectives. Achievement of learning assessment should prioritize assessment "as" learning (AaL) and assessment "for" learning (AfL) rather than the assessment "of"…

This study investigates the impact of artificial intelligence (AI) on personalized learning, automated assessment and feedback, intelligent tutoring systems, and student engagement in online learning environments. The research focuses on fourth-year English major students at a university in the Mekong Delta region, utilizing a mixed-methods…

As a result of the COVID-19 pandemic, online assessment has become pivotal to allow evaluation of the knowledge and competences of teachers-to-be. In this context, this study explored language teacher educators' conceptions and practices of online assessment and the implications of this type of assessment for language teacher education. Forty-six…

The COVID-19 pandemic revolutionized the world's status quo to transition from face-to-face into online E-learning. However, this unexpected transformation in teaching-learning approaches necessitates teachers to teach while frequently assessing students' performance through online assessment, which has been substantiated to expose teachers to an…

As information and communication technologies develop in China, language tests are shifting from conventional paper-and-pencil testing to computerized testing. The aim of this study is to investigate Chinese test-takers' adaptability to computerized language exams, including their performance across testing modes and their perception of the…

Students need more independent roles to evaluate their learning performance, especially in the absence of teachers' feedback due to some constraints such as technology and poor experience. This study investigates the potential of online self-evaluation on students' writing skills in English as a foreign language (EFL). It examines the preparatory…